Faculty Research Associate — Ph.D., Stanford
Professor and Chair of Sociology; C.B. Smith, Sr. Centennial Chair #4
- E-mail: email@example.com
- Phone: 512-471-8329
- Office: CLA 2.406F
- Campus Mail Code: G1800
Rob Crosnoe received his Ph.D. in Sociology from Stanford University and then completed a post-doctoral fellowship at the Carolina Population Center and the Center for Developmental Science at the University of North Carolina at Chapel Hill. His main research area is the life course and human development; specifically, the connections among children’s and adolescents’ health, psychosocial development, and educational trajectories and how these connections contribute to population-level inequalities (e.g., race, social class, immigration).
Dr. Crosnoe's books include:
Crosnoe, Robert, Claude Bonazzo, and Nina Wu. (forthcoming). Healthy Learners: Poverty, Immigration, and Opportunity in Early Childhood Education. New York: Teachers College Press.
Gordon, Rachel, Robert Crosnoe, and Xue Wang. 2013. Physical Attractiveness and the Accumulation of Social and Human Capital in Adolescence and Young Adulthood: Assets and Distractions. Ann Arbor, MI: Monographs of the Society for Research in Child Development.
Crosnoe, Robert. 2011. Fitting In, Standing Out: Navigating the Social Challenges of High School to Get an Education. New York: Cambridge University Press.
Crosnoe, Robert. 2006. Mexican Roots, American Schools: Helping Mexican Immigrant Children Succeed. Palo Alto, CA: Stanford University Press.
Some representative articles include:
Crosnoe, Robert, Kate Chambers Pickett, Chelsea Smith, and Shannon Cavanagh. 2014. “Changes in Young Children’s Family Structures and Child Care Arrangements.” Demography 51: 459–483.
Crosnoe, Robert, Jennifer Augustine, and Aletha C. Huston. 2012. “Children’s Early Child Care and
Mother’s Later Involvement with Schools.” Child Development 83: 758–772.
Crosnoe, Robert and Carey E. Cooper. 2010. “Economically Disadvantaged Children’s Transitions into Elementary School: Linking Family Processes, School Contexts, and Educational Policy.” American Educational Research Journal 47: 258-291.
Crosnoe, Robert. 2009. “Low-Income Students and the Socioeconomic Composition of Public High Schools.” American Sociological Review 74: 709-730.
Crosnoe, Robert, Kenneth Frank, and Ann Strassman Mueller. 2008. “Gender, Body Size, and Social Relations in American High Schools.” Social Forces 86: 1189-1216.
Crosnoe, Robert and Aletha C. Huston. 2007. “Socioeconomic Status, Schooling, and the Developmental Trajectories of Adolescents.” Developmental Psychology 43: 1097-1110.
Some representative reviews and policy briefs include:
Crosnoe, Robert and Aprile Benner. (in press). “Children at School.” In Handbook of Child Psychology and Developmental Science, Vol. 4: Ecological Settings and Processes, edited by Marc Bornstein & Tama Leventhal (series editor: Richard M. Lerner). New York: Wiley.
Robert Crosnoe and Monica Kirkpatrick Johnson. 2011. “Research on Adolescence in the 21st Century.” Annual Review of Sociology 37: 439-460.
Crosnoe, Robert and Ruth Lopez-Turley. 2011. “The K-12 Educational Outcomes of Immigrant Youth.” Future of Children 21: 129-152.
Crosnoe, Robert and Shannon E. Cavanagh. 2010. “Families with Children and Adolescents: A Review, Critique, and Future Agenda.” Journal of Marriage and Family 72: 1-18.
Crosnoe, Robert. 2010. “Two Generation Strategies and Involving Immigrant Parents in Children’s Education.” Policy Brief for Urban Institute. http://www.urban.org/publications/412204.html
This research has been supported by several current or past grants from the National Institute of Child Health and Human Development as well as from the William T. Grant Scholars Program and the Foundation for Child Development Changing Faces of American Children Scholars Program. Professor Crosnoe is also a member of several research groups, including the NICHD Early Child Care Research Network, the Collaborative on the Analysis of Pathways from Childhood to Adulthood, and the Institute of Medicine Study Group on Young Adult Health and Safety. In recent years, he has won early career awards from the Society for Research in Child Development, the Society for Research on Human Development, and the Children and Youth Section of the American Sociological Association.
Professor Crosnoe teaches Introduction to Sociology, Sociology of the Family, and Difficult Dialogues: Race and Social Policy in the U.S. on the undergraduate level. He is also faculty member in the Children and Society Bridging Disciplines Program for undergraduates at UT.